According to Spoors et al. (2011) adults have a predisposition to sematic thought (thinking in words) and sometimes use iconic thought (mental images), whereas children use schemas (frameworks). Adults access and build upon these schemas throughout their lives. Improvement and organisation of thought and memory can be enhanced by the use of mental images, concepts and schemas. In this essay I will explain what mental images, concepts and schemas are, how they help to improve memory and bring in supporting evidence from psychologists. A mental image is a cognitive technique for utilising iconic memory and linking a work with a picture or image of the item to aid recall. Using mental images improves memory by organising our thoughts and helps focus on the words to be learnt thereby fixing them into long term memory for example, ci (pronounced key) is Welsh for dog, by visualising opening a giant lock with a dog helps to remember the translation. This form of linking a word with a bizarre image has many applications and is known as the keyword technique which was developed by Raugh and Atkinson (1975, cited in Spoors et al., 2011). Raugh and Atkinson conducted an experiment where a group of participants were given sixty Spanish Words to memorise and divided into two groups. The keyword technique was taught to one group but not the other. Results showed that the group who were taught the keyword technique recalled a greater number of words than the other group, thus proving that mental images improve recall. Another application of using mental images is mnemonics. An ancient mnemonic, known as the method of loci, was devised by the Greek poet Simonides (cited in Spoors et al., 2011) he found that when trying to remember a list of words memory is improved if the words are linked with familiar objects and a story compiled that follows a logical sequence. A basic application would be a shopping list where the items of food were placed around the home....

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...the market that offer solutions to achieve a better memory and to train your brain on how to access your memory in a more efficient manner: Videogames, interactive toys, online tests, puzzles, meditation techniques and the list goes on. Good memory is easily associated with an active and well functioning brain, therefore is no surprise that cognitive psychologists are interested in how we access ourmemories and continue experimenting in ways to improve it.
We will explore three of the most researched and effective methods, starting with MentalImage, followed by Concepts Formation and concluding with Schemas. We will introduce each method with a brief explanation, followed by examples and researched evidence that will support such claim.
Mentalimage
Most of the adult population uses sematic thoughts, which means we prevalently use words when thinking. However there have been many studies demonstrating that when mentalimages are used in conjunction with verbal or written information, we are able to recall this information more easily. It also seems that this approach works better with bigger, brighter and unusual images. A practical example of this method has been demonstrated when learning a...

...Essay TMA 1
Question: Howcanmemory be improved by using of mentalimages, concepts and schemas?
According to Cognitive Psychologists there are important points about our memories and some benefits in improving it, we need to look first at what part of the brain is involved and it’s brief functions.
Our brain constantly recalls and forms newmemories, and the part of the brain that deals with memories is the hippocampus, which is located near the centre of the brain. There are three different types of memory used to store different types of information. Semantic is factual knowledge such as remembering capital cities. Episodic is personal past experiences, what a person’s kind of game she used to play during childhood, and Procedural memory is how to do something such as frying an egg, for example. Organizing thinking using various methods can improve memory recall. According to a range of research studies including the work of Raugh and Atkinson (1975), Bousfield (1953) and Bransford and Johnson (1972), Spoors et al, (2011), we can apply the use of mentalimages, concepts and schemas to improve our memory in different ways.
Firstly, is that...

...recalling and forming new memories and the part of the brain that deals with memories is the hippocampus, which is located near the centre of the brain. Three different types of memory are used to store different types of information. Semantic is factual knowledge such as remembering capital cities. Episodic is personal past experiences, what a person had for breakfast for example and procedural memory is how to do something such as drive a car. Organising thinking using various methods can improve memory recall. This essay will consider three methods: mentalimages, concepts and schemas using a range of research studies including the work of Raugh and Atkinson (1975), Bousfield (1953) and Bransford and Johnson (1972, all cited in Spoors et al, 2011).
A mentalimage is a picture that a person might make up in their head from a keyword that sounds like the word they want to learn. This enables a connection to be made between the mentalimage and the word to be remembered. This is found to be very useful when learning a foreign language. Spoors et al (2011) give an example of the French word ‘Poobelle’ which translates to bin in English. A picture of a bell being used as a bin with a bad smell is an effective mentalimage which...

...ways in which we can improve our memory and organise our thinking. For
this essay I will be looking at MentalImages, Concepts and Schemas and how these help
improve our memory and help organise our thinking.
Firstly I would like to look at MentalImages. Mental Imagery is the ability to visualize
images in our minds after the original stimuli is out of view. MentalImages are also a way
of organising thinking by making bold and iconic pictures in your head which describe the
word or event you are trying to remember. For example in the course book ' Spoors et al
(2007)' give an example picture of a bell being used as a bin which has a very unpleasant
smell coming from it, therefore making us remember the French word 'poubelle' which
translates to 'bin' in English. This method can be helpful when trying to learn a new
language. In the course book it is brought to our attention that Michael Raugh and Richard
Atkinson (1975) developed the key word technique through the form of an experiment.
They took two groups of participants and asked each group to learn a list of 60 Spanish
words. However only one group were taught the 'Key Word Technique'. When the
participants were tested later, the group that were using the...

...Howcan the use of mentalimages, concepts and schemas to organise our thinking help us to improve our memory?
“The aim of education should be to teach us rather how to think, than what to think--rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with thoughts of other men"
(john Dewey)
There are many ways to memorise important information that we later want to recall. This could be as simple as a shopping list or as complicated as a foreign language. Luckily, the human brain has the ability to store and organise information so we can do just that. In this essay i will be looking at a few of the techniques we use consciously and sub consciously to remember, memorise and recall information.
There have been many studies that have shown that, although we use mainly semantic thought in our day to day lives, using mentalimages would prove to be a more effective aid to memory. An example of this is by Michael Raugh and Richard Atkinson (1975). They created a way to form mentalimages of foreign words by using english words that sounded similar to some or all of the french word. The Open University, Starting With Psychology textbook (2011) Figure 16 pg. 46...

...Howcan the use of mentalimages, concepts and schemas to organise thinking help us to improve our memory?
Cognitive psychology is primarily concerned with the study of subjective internal mental states. However, the subjective nature of cognitive activities such as thinking, memory, learning, perception, and language make it difficult to directly and empirically test these mental processes. Cognitive psychology therefore relies on a fundamental assumption of reductionism, where the dynamic and convoluted cognitive processes mentioned above are reduced to manageable and pre-agreed hypothetical constructs which can be operationalized, and thus empirically measured to highlight relationships between specific variables. Yes, many developments in Cognitive Psychology have come from the study of brain damaged patients, brain scans, and testing their abilities, or lack of in speaking, remembering, writing, and so forth.
The relationships between several such constructs will be discussed to show how organisation of thinking can enhance memory. Firstly, the constructs deriving from the process of ‘thinking’, namely production of ‘mentalimages’, ‘concepts’ and ‘schemas’, will be described. Empirical evidence and...

...Howcan the use of mentalimages, concepts and schemas to organise our thinking help us to improve our memory?
In this assignment I have been asked to discuss the purpose of using mentalimages, concepts and schemas. I will explain why these aspects are an important tool in improving our memory techniques and organising our thoughts.
There are many ways the human brain can organise and store our thoughts and memories.
I have discovered two ways of thinking and thought organisation. These are known in psychology as Semantic &amp; Iconic thought. Semantic thought is known as thinking in words whilst Iconic thought is thinking in mentalimages.
When we are learning, images are memorised as a visual cue to help recall a specific word or phrase. By previously memorising these images, the effort in forming the memory is more likely to be remembered. This has proven to be a successful way of learning a new language.
In the starting with psychology text book Spoors et all (2011) shows an example of learning a new French word by making a picture of a bin in the shape of a bell that has an unpleasant smell. This image would encourage the learner to remember the translation of...

...I’m going to discuss how the use of mentalimages, concepts and schemascan organise our thinking and help improve our memory. Psychologists have identified three ways of thinking; semantic thought is thinking based on words and meaning. Iconic thought is thinking based on the use of mentalimages and enactive thought is thinking based on impressions of actions.
(Spoors et al, 2011)
A mentalimage is an image formed in your mind of for example a particular thing such as an apple. As adults we mainly use sematic thought. However, experiments have been carried out that support the suggestion that forming mentalimagescan help us to remember verbal or written information better. The mentalimage gives us another reminder when we come to recall the information and the effort in forming the image will help fix it in our memory. Using mentalimages when starting to learn a new language has proved very effective for helping people grasp the new vocabulary. The key word technique involves associating the new word with a similar sounding English word or words; this will give you your keyword. A mentalimage is...

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